Continuous development describe development as cumulative and occur in all stages.
While Discontinuous development occur at specific stages.
<h3>What is Development?</h3>
Development is define as the process that lead to growth, progress, positive change or an increase physical, social, economic or environmental aspect of a person, individual, organization or country.
Development can be continuous or discontinuous
- Continuous development refer to a development that is progressive and occur stall stages of Life or individual. It is a non stopping development.
- Discontinuous development is a type of development that occur at some stages alone and not all stages.
Therefore, Continuous development describe development as cumulative and occur in all stages.
While Discontinuous development occur at specific stages.
Learn more about development from the link below.
brainly.com/question/1701917
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Examples of leaders who act differently to what they say are corrupt police officers. Police officers are leaders in the enforcement and abidance to the law. When a corrupt police officer goes against the law in letting criminals go free or in arresting innocent people, then their credibility is destroyed. This creates a lack of confidence in the ability of such a leader to be an effective leader.
A corrupt police officer who goes against the law takes away my trust in him and makes me see him as unreliable and unprofessional.
Such leaders would find it difficult to regain the trust their followers had in them because they have proved themselves unreliable and ineffective in their service to their followers.
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It's possible to assume that women who study STEM topics with a low proportion of females have successfully overcome barriers in school and the family, making them less prone to stereotypic views, and influences. The present study focuses on these kinds of factors and analyzes to which degree family factors, school-related factors, and individual stereotypes may influence a woman's academic self-concept. The following study presents a latent regression model which is based on a survey of 296 women from different German universities, all of whom are part of STEM programs of study that have <30% females. It was investigated to which degree individual stereotypes, support in school, and family support contribute to the self-concept in STEM. Gender stereotypes were negatively related to students' STEM-specific self-concept in the selected sample. This study also reveals negative family-related influences that lower a woman's self-
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